Lesson
of the conversation. Have them look up the Glossary item (eat out), so they can tell you that they are going to go to a restaurant in the mall. 2. Read the dialogue. How do they start the conversation? How do they end it? Are they friends? How do you know? What do they decide to do? Then complete with words from the box. 106 You could elicit the answers to the questions so that students analyze the content of the dialogue and the language formulas to start or end a conversation. Ask question by question and accept logical answers. Then, you could ask students to read the dialogue again and complete it with the words in the box. Monitor and tell students when they have written incorrect answers in the gaps. Ask students to compare their answers in pairs, before you check answers. As you elicit answers, write them on the board with their collocations from the text. E.g.: going to the mall, have plans, etc. 3. Work in pairs. Write in the chart what words or phrases you can use to start and end a conversation. Students will analyze language formulas used to start and end conversations. Ask students to look at the chart and tell you what kinds of words need to be written. Then ask students to find an example in the text to check understanding ( Hi or Hello ). Then ask students to work in pairs and complete the chart. You can ask volunteers to write the answers on the board in two columns. Once the chart is complete on the board, ask students to repeat the words and phrases. You can make this more active, by adding a challenge of getting them to raise their left or right hand depending on if it is for starting or ending a conversation, or any other physical response that seems appropriate for your group. Differentiated Instruction For this activity you can use the Group Based on Goals strategy by providing weaker students with the words they need to use in the charts, and asking stronger students to spell the words.
Lesson
1 Look at the picture. Discuss the questions. a Where is it and what are people doing? b Do you enjoy going there? c What do you usually do there?
2 Read the dialogue. How do they start the conversation? How do they end it? Are they friends? How do you know? What do they decide to do? Then complete with words from the box. 106
burger
come
doing
going
have
see
Jamie! Hi! Oh, hello, Yolanda. How are you? I’m well, thanks, and you? What are you doing? Great, thanks. I’m
to the mall now. And you?
I don’t
any plans. What are you
at the mall?
I’m going to the cinema at 5:30. Do you want to I have a dentist appointment at 5:00, so I can’t. How about earlier? We can eat out and have a That sounds great! I just need to go and get my things. Shall we meet here in 10 minutes? Perfect, you now! See you!
?
or something.
3 Work in pairs.Write in the chart what words or phrases you can use to start and end a conversation.
Start a Conversation
End a Conversation
8
Achievement Interpret expressions used by speakers. Teaching Guidelines • Infer the topic with words and expressions used by speakers. • Analyze language formulas to start and end a conversation. • Expand vocabulary by clarifying meaning of unknown words and expressions. • Define the meaning of action words. Development Do you like going to the mall with friends? What do you do there? Ask students: Do you like going to the mall with friends? What do you do there? Elicit some answers from the class to help them activate their previous knowledge and become familiar with the context of the reading. 1. Look at the picture. Discuss the questions. In this activity, students will infer the topic with words and expressions from the dialogue. They will also use their glossary to expand vocabulary and clarify meaning of new words. Read instructions aloud and have students work in pairs on the task so they can focus on the meaning rather than the pronunciation
22 Unit 1 • Activity Book p. 8
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